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Miami-Dade County Public Schools Curriculum and Instruction (Science)

Required GRADE 5 ESSENTIAL SCIENCE

Laboratory Activities

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THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, Chair

Dr. Lawrence S. Feldman, Vice Chair

Dr. Dorothy Bendross-Mindingall

Mr. Carlos L. Curbelo

Mr. Renier Diaz de la Portilla

Dr. Wilbert “Tee” Holloway

Dr. Martin S. Karp

Dr. Marta Pérez

Ms. Raquel A. Regalado

Jude Bruno Student Advisor

Mr. Alberto M. Carvalho

Superintendent of Schools

Dr. Nikolai P. Vitti Chief Academic Officer

Office of Academics and Transformation

Mrs. Beatriz Zarraluqui

Administrative Director Division of Mathematics and Science

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Table of Contents

Introduction ………………………………………………………………………..Page 2

Next Generation Sunshine State Standards ………………………………… Laboratory Roles ………………………………………………………………….Page 5

Laboratory Safety Rules and Contract ……………………………………… Page 6

First Quarter Grade 5 Essential Laboratory ………………………………… Page 7 Lab # 1 Separating Salt, Sand and Iron Filings

Lab # 1 Teacher’s version ………………………………………Page 7 Lab # 1 Student’s version ………………………………………Page 12

Lab # 2 Physical and Chemical Changes: Martian Fuel Lab # 2 Teacher’s version ……………………………………… Page 17

Lab # 2 Student’s version ………………………………………..Page 24

Lab # 3 Forces In Action

Lab # 1 Teacher’s version ……………………………………….Page 28

Lab # 1 Student’s version ………………………………………..Page 34

Lab # 4 Which Brand of Paper Towels do you Think is Best?

Lab # 1 Teacher’s version ……………………………………….Page 38 Lab # 1 Student’s version ………………………………………..Page 51

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Introduction

The purpose of this packet is to provide Grade 5 science teachers with a list of basic laboratory and hands-on activities that students should experience in class. Each activity

is aligned with the Pacing Guide and the Next Generation Sunshine State Standards (NGSSS). Emphasis should be placed on those activities that are aligned to the Annually Assessed benchmarks, which are consistently assessed in the Florida Comprehensive

Assessment Test (FCAT). All hands-on activities were designed to cover most concepts found in Grade 5 Science.

In some cases, more than one lab was included to cover a specific benchmark and in other cases a single lab may address more than one benchmark. In most cases, the activities were designed as simple as possible without the use of advanced technological

equipment to make it possible for all teachers to use these activities. All activities can be modified, if necessary, to fit the needs of an individual class and/or student ability. This document is intended to be used by science leaders, coaches and teachers in M-

DCPS so that all science teachers can work together, plan together, and rotate lab materials among classrooms. Through this practice, all students and teachers will have the same opportunities to participate in these experiences and promote discourse among

learners, forming the building blocks of authentic learning communities.

Acknowledgement: M-DCPS Curriculum and Instruction (Science) would like to acknowledge the efforts of

the curriculum support specialists who worked arduously and diligently on the preparation of this document.

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Next Generation Sunshine State Standards Annual Assessed Benchmarks addressed in Essential Laboratory

LABORATORY #1: SEPARATING SALT, SAND AND IRON FILINGS

Benchmarks Addressed:

SC.5.P.8.3 Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic

attraction. (Also assesses SC.5.P.8.2) SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence. (Also assesses

SC.3.N.1.7, SC.4.N.1.3, SC.4.N.1.7, SC.5.N.1.5, and SC.5.N.1.6.)

LABORATORY # 2 PHYSICAL AND CHEMICAL CHANGES: MARTIAN FUEL

Benchmarks Addressed: SC.5.P.9.1 Investigate and describe that many physical and chemical changes are

affected by temperature. SC.4.P.9.1 Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and

cooking. SC.3.P.9.1 Describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling,

evaporation, and condensation. SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.

LABORATORY # 3: FORCES IN ACTION

Benchmarks Addressed: SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls,

including gravity acting on falling objects (Also assesses SC.3.E.5.4 and SC.4.P.8.4) SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as:

systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (Also assesses SC.3.N.1.1, SC.4.N1.1,

SC.4.N.1.6, SC.5.N.1.2 and SC.5.N.1.4) SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence. (Also assesses

SC.3.N.1.7, SC.4.N.1.3, SC.4.N.1.7, SC.5.N.1.5 and SC.5.N.1.6) SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.

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LABORATORY #4: WHICH BRAND OF PAPER TOWELS DO YOU THINK IS BEST?

Benchmarks Addressed: SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as:

systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (Also assesses SC.3.N.1.1, SC.4.N.1.1,

SC.4.N.1.6, SC.5.N.1.2, and SC.5.N.1.4.) SC.5.N.1.3 Recognize and explain the need for repeated experimental trials. SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that

are testable; explaining must always be linked with evidence. (Also assesses SC.3.N.1.7, SC.4.N.1.3, SC.4.N.1.7, SC.5.N.1.5, and SC.5.N.1.6.) SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the

evidence produced by those investigations should be replicable by others. (Also assesses SC.3.N.1.2, SC.3.N.1.5, SC.4.N.1.2, SC.4.N.1.5, and SC.5.N.1.3.)

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LAB ROLES AND THEIR DESCRIPTIONS Cooperative learning activities are made up of four parts: group accountability, positive interdependence, individual responsibility, and face-to-face interaction. The key to

making cooperative learning activities work successfully in the classroom is to have clearly defined tasks for all members of the group. An individual science experiment can be transformed into a cooperative learning activity by using these lab roles.

When assigning lab groups, various factors need to be taken in consideration;

Always assign the group members, preferably trying to combine in each group

a variety of skills.

Evaluate the groups constantly and observe if they are on task and if the

members of the group support each other in a positive way. Once you realize that a group is not performing up to expectations, re-assign the members to

another group.

Project Director (PD)

The project director is responsible for the group.

Roles and responsibilities:

Reads directions to the group

Keeps group on task

Is the only group member

allowed to talk to the teacher

Shares summary of group work

and results with the class

Materials Manager (MM)

The materials manager is responsible for obtaining all necessary materials and/or equipment for the group.


The only person allowed to be

out of their seat to pick up needed materials

Organizes materials and/or

equipment in the work space

Facilitates the use of materials

during the investigation

Assists with conducting lab

procedures

Returns all materials at the end

of the lab to the designated area

Technical Manager (TM) The technical manager is in charge of recording all data.


Records data in tables and/or

graphs

Completes conclusions and

final summaries

Assists with conducting the lab

procedures

Assists with the clean up

Safety Director (SD) The safety director is responsible for enforcing all safety rules and

conducting the lab. Roles and responsibilities:

Assists the PD with keeping the

group on-task

Conducts lab procedures

Reports any accident to the teacher

Keeps track of time

Assists the MM as needed.

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LABORATORY SAFETY RULES

Know the primary and secondary exit routes from the classroom.

Know the location of and how to use the safety equipment in the classroom.

Work at your assigned seat unless obtaining equipment and chemicals.

Do not handle equipment or chemicals without the teacher’s permission.

Follow laboratory procedures as explained and do not perform unauthorized

experiments.

Work as quietly as possible and cooperate with your lab partner.

Wear appropriate clothing, proper footwear, and eye protection.

Report all accidents and possible hazards to the teachers.

Remove all unnecessary materials from the work area and completely clean up the

work area after the experiment.

Always make safety your first consideration in the laboratory.

Safety Contract:

I will: Follow all instructions given by the teacher. Protect eyes, face and hands, and body while conducting class activities.

Carry out good housekeeping practices. Know where to get help fast. Know the location of the first aid and fire fighting equipment.

Conduct myself in a responsible manner at all times in a laboratory situation.

I, _______________________, have read and agree to abide by the safety regulations as set forth above and also any additional printed instructions provided by the teacher. I further agree to follow all other written and verbal instructions given in class.

Student’s Signature: ____________________________ Date: ___________

Parent’s Signature: ____________________________ Date: ___________

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QUARTER 1 GRADE 5 ESSENTIAL LABORATORIES

LAB # 1: SEPARATING SALT, SAND AND IRON FILINGS Grade 5 Essential Lab (Teacher’s version)

(Source: This Laboratory was adapted and modified from HTTP://WWW.CEDARVILLE.EDU/PERSONAL/LEE/PROJECT/LABS/LAB-MIXTURES2.PDF)

Benchmarks:

SC.5.P.8.3 Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic

attraction. (Also assesses SC.5.P.8.2) SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations

that are testable; explanation must always be linked with evidence. (Also assesses SC.3.N.1.7, SC.4.N.1.3, SC.4.N.1.7, SC.5.N.1.5, and SC.5.N.1.6.)

Objective/Purpose:

Students will describe and/or explain how mixtures of solids can be separated.

Students will identify common materials that dissolve in water.

Students will identify or describe conditions that will speed up or slow down the

dissolving process. Background Information: Iron is a magnetic solid and does not dissolve in water. Salt is

not a magnetic solid and dissolves in water. Sand is not a magnetic solid and does not dissolve in water.

Teacher Notes: In this activity students will learn that materials can be separated according to differences in their physical properties. Some of the physical properties used in the activity will include whether or not a substance is magnetic or whether or not a

substance dissolves in water. Engage: Hold up a small bottle of sand and another of white rice. Ask students to name

some properties of each. Now pour some of each into the same small beaker and stir. How have the properties of each changed? What have we made? How could we separate them? Students may suggest separating them by picking out the rice; have a

student try this. What would be a faster way? (Use a strainer.) Explore: What physical properties could be used to separate a mixture of pepper, salt,

sand, and iron filings? .

http://www.cedarville.edu/personal/lee/project/labs/lab-mixtures2.pdf

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Materials:

1 one-ounce cup with a mixture of salt, sand, and iron filings

3 index cards ● 1 hand lens

2 plastic spoons ● 1 paper towel

● 1 magnet in a sealed plastic bag ● 1 pair of safety goggles

1 cone-shaped coffee filter ● 2 plastic cups

100 mL of water in a graduated cylinder ● 1 strainer

Procedures:

1. Spread out the mixture on one of the index cards. Use the hand lens to observe the mixture and identify the salt, sand, and iron filings. How can you tell their differences? Record your observations and explanations in data table #1.

2. Place the magnet in the sealed plastic bag under the index card. Move the magnet

around under the mixture on the index card. Slowly pull the magnet to the side. Take

the magnet away from the index card. Repeat this several times until you have separated one of the ingredients from the mixture. The student doing this part should wear the safety goggles.

3. Carefully brush only the separated particles onto a clean index card.

4. Use the hand lens to observe the particles that were separated out of the solid mixture. Record your observations about iron filings in data table #4.

5. Put the remaining mixture of salt and sand back into the plastic cup. Pour 100 mL of water into the cup with the mixture. Stir it for 10 seconds with a plastic spoon.

6. Put the cone-shaped coffee filter over the other plastic cup.

7. Pour the mixture in the cup through the coffee filter in the other cup. Use the plastic

spoon to scrape out all of the mixture from the cup.

8. Carefully remove the coffee filter from the cup. Open up the filter. Use the hand lens to

observe what is in the coffee filter. Record your observations about the sand in data table #8.

9. Use the hand lens to observe what is in the second plastic cup (water). Record your observations about the water in data table #9.

10. Leave the cup on a sunny window sill to allow the water to evaporate. After several days, use the hand lens to observe what is in the cup now. Record your observations in data table #10.

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Have students record their observations for steps 1, 4, 8, 9, and 10 in the data tables below.

Data Table 1 Observations



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Explain

1. What did you observe when you used the magnet to separate the solid mixture? Which particles were separated out of the solid mixture by using the magnet?

_____________________________________________________________________

_____________________________________________________________________ __________________________________________________________________________________________________________________________________________

_____________________________________________________________________

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2. When you stirred water into the mixture and poured it through the coffee filter, what did you observe? What is the solid material in the coffee filter?

___________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________

3. What did you observe in the cup after it had been left on the window sill for several days? ____________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________

4. What physical properties did you use to separate a mixture of salt, sand, and iron filings?

____________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________ 5. From conducting the experiment, I learned

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ Extension:

Have students create a list of mixtures and solutions that they find in everyday life in their journals. Then describe how they can be separated using the objects’ physical properties.

Possible examples include:

In cooking, you normally skim off the oil/fat from the gravy or broth. In cooking, you sometimes need to separate the egg yolk from the egg white to make

meringues.

Separating into recyclables groups of plastic, paper and glass for collection.

Huge magnets are used to separate iron from other metals in scrap yards.

In some places in the world, salt is evaporated from oceans to provide drinking w

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LAB # 1 SEPARATING SALT, SAND AND IRON FILINGS Grade 5 Essential Lab (Student’s version)

NAME__________________________________________ DATE____________

Essential Question:

What physical properties could be used to separate a mixture of pepper, salt, sand, and iron filings?

Materials

1 one-ounce cup with a mixture of equal parts salt, sand, and iron filings

3 index cards

2 plastic spoons

1 magnet in a sealed plastic bag

1 cone-shaped coffee filter

100 mL of water in a graduated cylinder

1 hand lens

1 paper towel

1 pair of safety goggles

2 plastic cups

Procedures:

1. Spread out the mixture on one of the index cards. Use the hand lens to observe

the mixture and identify the salt, sand, and iron filings. How can you tell their

differences? Record your observations and explanations in a data table #1.

2. Place the magnet in the sealed plastic bag under the index card. Move the magnet

around under the mixture on the index card. Slowly pull the magnet to the side. Take the magnet away from the index card. Repeat this several times until you have separated one of the ingredients from the mixture. The student doing this part

should wear the safety goggles.

3. Carefully brush only the separated particles onto a clean index card.

4. Use the hand lens to observe the particles that were separated out of the solid mixture. Record your observations in the data table #4.

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5. Put the remaining mixture (not the iron filings) back into the plastic cup. Pour 100 mL of water into the cup with the mixture. Stir it for 10 seconds with a plastic

spoon.

6. Put the cone-shaped coffee filter over the other plastic cup.

7. Pour the mixture in the cup through the coffee filter in the other cup. Use the plastic

spoon to scrape out all of the mixture from the cup.

8. Carefully remove the coffee filter from the cup. Open up the filter. Use the hand

lens to observe what is in the coffee filter. Record your observations in the data

table #8.

9. Use the hand lens to observe what is in the second plastic cup. Record your

observations in the data table #9.

10. Leave the cup on a sunny window sill to allow the water to evaporate. After a

several days, use the hand lens to observe what is in the cup now. Record your observations in data table #10.

11. Record your observations for steps 1, 4, 8, 9, and 10 in the data tables.

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Name___________________________ Date________________________

Record observations for steps 1, 4, 8, 9, and 10 in the data tables below:




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Table #9 Observation

Table #10 Observation

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Explain

1. What did you observe when you used the magnet to separate the solid mixture? Which

particles are separated out of the solid mixture by using the magnet?

_________________________________________________________________________

_________________________________________________________________________

______________________________________________ _________________

_________________________________________________________________________

2. When you stirred water into the mixture and poured it through the coffee filter, what did you observe? What is the solid material in the coffee filter? _________________________________________________________________________

_________________________________________________________________________

______________________________________________ _________________

_________________________________________________________________________

3. What did you observe in the cup after it had been left in the window for several days?

_________________________________________________________________________

_________________________________________________________________________

______________________________________________ _________________

_________________________________________________________________________

4. What physical properties did you use to separate a mixture of salt, sand, and iron fillings?

_________________________________________________________________________

_________________________________________________________________________

______________________________________________ _________________

_________________________________________________________________________

5. From conducting the experiment, I learned

_________________________________________________________________________

_________________________________________________________________________

_____________________________________ ____________________________

Extension

In your journal create a list of mixtures and solutions that you find in your everyday life. Then describe how you can be separated them using the objects’ physical properties.

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LAB # 2 PHYSICAL AND CHEMICAL CHANGES: MARTIAN FUEL Grade 5 Essential Lab-Teacher’s version

Source: This laboratory was adapted and modified from: http://gk12.utmsi.utexas.edu/UTMSI_GK-

12/In_the_Classroom_files/Physical%20and%20Chemical%20Changes.pdf

Benchmarks: SC.5.P.9.1 Investigate and describe that many physical and chemical changes are affected by

temperature. SC.4.P.9.1 Identify some familiar changes in materials that result in other materials with different

characteristics, such as decaying animal or plant matter, burning, rusting, and cooking. SC.3.P.9.1 Describe the changes water undergoes when it changes state through heating and

cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation.

SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.

Objective/Purpose:

Students will conduct a series of experiments to learn the difference between physical

and chemical changes.

Students will describe how some familiar changes in materials result in other materials

with different characteristics.

Teacher Notes:

Introduce the activity by asking several of the students to read aloud the situation given at the beginning of the worksheet (below). The scenario is that the class has landed on Mars on a rocket but needs to create more fuel to return to Earth. The only way to create fuel is to try to

create an entirely new substance from materials on board. This background scenario will create interest in the activity and provide continuity between the individual experiments.

Divide students into small groups (3 - 4 students). Instruct the students that goggles must be worn at all times. Remind students that although they will use some food items in the lab, they may not eat, drink, or taste anything. Review the difference between chemical and physical

properties. The worksheet will guide students through the experiments. The relative amounts of materials have been adjusted to minimize messiness, but it is suggested that the a experiments be conducted with a lab tray (a minimum of two physical and two chemical labs from below

should be set up for students to complete, adjust materials and scenario to labs chosen). Students should recognize that breaking the antacid tablet and Play-doh into small pieces are

physical changes because no new substances are formed. The melting of ice is also a physical change because it involves only a change of state and the substance is still water.

http://gk12.utmsi.utexas.edu/UTMSI_GK-12/In_the_Classroom_files/Physical%20and%20Chemical%20Changes.pdf

http://gk12.utmsi.utexas.edu/UTMSI_GK-12/In_the_Classroom_files/Physical%20and%20Chemical%20Changes.pdf

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Students should also recognize that chemical properties are only observable during a chemical reaction. Chemical changes (reactions) result in formation of a new substance, while physical

changes do not.

Engage: Present the following scenario: Imagine that we are the first group of astronauts to land on Mars. Our space ship’s fuel tanks

were lost during landing. Some friendly Martians have offered to help us make fuel. However, Mars doesn’t have the ingredients to make the type of fuel that is used on Earth. The Martians have told us that none of the substances that we have on our ship right now can be used as

rocket fuel, but we might be able to fuel the rocket by creating an entirely new substance from supplies we already have. All that we have to work with are some supplies from our ship’s first-aid kit and food stores, including antacid, baking soda, lemon juice, vinegar, milk, Kool-Aid

powder, ice, and Play-doh.

Materials: Safety goggles Graduated cylinders

Small plastic cups Paper towels Ice

Antacid tablets Play-doh Baking soda

Lemon juice Vinegar Milk

Kool-Aid powder

Explore: You will do several experiments today. To prevent spills, keep the cups on a tray and pour your

ingredients. Keep your goggles on at all times. As you observe the changes that occur during the experiments, your goal is to decide which changes are chemical and which changes are physical. Ask students to identify some clues that could suggest that a chemical reaction has

occurred (generation of heat, drop in temperature, precipitate formation, gas production, a new odor, new color etc.). Be sure to fill out the group data sheet with observations of the ingredients before, during, and

after they undergo physical or chemical change. When you are done with all of the experiments, you should answer the follow up questions on the last page.

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Experiment Station Procedures:

Experiment A-1: Antacid tablet

1. Observe and describe the antacid tablet at your table.

2. Break the tablet into small pieces. Is this a physical or chemical change?

Experiment A-2: Broken Antacid pieces

3. Using a graduated cylinder, measure 50 mL of water and add it to a cup. Drop the tablet pieces into the cup.

4. Observe what happens and write whether it is a physical or chemical change on the

observation form.

5. When you are finished, empty the cup into the waste bucket at the front of the room.

Experiment B-1: Ice

1. In the empty clean cup, place 1 ice cube. Observe and record how the ice looks and feels.

2. Set the cup and ice cube aside until you are finished with the B-2 experiments.

Experiment B-2: Play-doh

1. Remove the Play-doh from its container and describe how it looks, feels, and smells.

2. Break the Play-doh up into many small pieces.

3. Observe and record the change.

4. On the data sheet, write whether this is a physical or chemical change.

Go back to Experiment B-1: Ice

1. Look at the cup that held the ice cube from experiment B-1.



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Experiment C: Baking soda and lemon juice

1. With a graduated cylinder, measure 40 mL of lemon juice and add it to a small jar.

2. Add 1 teaspoon of baking soda to the jar.

3. Observe and record the changes.


5. Empty the jar into the waste bucket and rinse it with a squirt bottle. Save the jar from experiment G.

Experiment D: Baking soda and vinegar

1. Start with a new cup (NOT the one the ice cube was in) and add 1 teaspoon of

baking soda to it.

2. Using the graduated cylinder, measure 10 mL of vinegar and add it to the same cup.



5. Empty the contents of the cup into the waste bucket and rinse the cup. Save the cup for experiment F.

Experiment E: Milk and vinegar

1. Using the graduated cylinder, measure 25 mL of milk and add it to the cup saved from experiment.




Experiment F: Kool-Aid and water

1. Add 1 teaspoon of Kool-Aid powder to the cleaned small jar from Experiment C.

2. Using the graduated cylinder, add 60 mL of water to the same jar.

3. Close the lid of the jar and gently mix by swirling it.


5. On the datasheet, write whether this is a physical or chemical change.

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Group Names___________________________________________________________

Martian Fuel Station Data Sheet

Experiment

Original substance(s)

Describe the item

BEFORE the change

What was observed

DURING the change? (Evidence)

Describe the item

AFTER the change

(Evidence)

Is it a physical

or chemical change?

A-1 Antacid Tablet

A-2 Broken Antacid tablet

B-1 Ice

B-2 Play-doh

broken into pieces

C Baking soda & lemon juice

D Baking soda

& vinegar

E Milk & Vinegar

F Kool-Aid & Water

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Explain/Evaluate

The following questions should be answered by the students. 1. In which of the experiments was a new substance formed?

_______________________________________________________________ _______________________________________________________________

2. How were you able to tell the difference between physical and chemical changes? _____________________________________________________________________

3. Can it be confusing to recognize the difference between physical and chemical changes?

Give two examples.

_____ _____________________________________________________________________ _____________________________________________________________________

_____________________________________________________________________

4. Does the mass of the ingredients change during physical changes? What about

during chemical changes? _____________________________________________________________________

5. In one of today’s experiments, you made a mixture where the ingredients kept their physical properties. Which experiment was it?

_____________________________________________________________________

6. If you wanted to learn more about all the physical changes possible for water, what three states of matter would you study?

_____________________________________________________________________ Evidence - What is the proof? (Go back to data table and give three examples of evidence of chemical changes.)

___________________________________________________________

________________

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Reactions cause chemical changes and are accompanied by the following clues: Gas production: antacid + water; baking soda + vinegar; lemon juice + baking soda

Precipitate formation: milk + vinegar Heat production: baking soda + vinegar Ask students why they observed color change (a common indicator of chemical change)

during a physical change when Kool-Aid was dissolved in water. Answer: The Kool-Aid already had red food dye in it and its molecules dissolved and are suspended among water molecules, making the liquid water more visible.

Pass around a cup of dry Kool-Aid powder so they can observe the subtle color of the dry powder. The students may argue that a new substance (Kool-Aid drink) was made, but remind

them that the Kool-Aid powder molecules dissolved and are suspended among water molecules. No new molecules were created. Ask a student to draw the two types of molecules (water and Kool-Aid) on the board and explain how they could exist as discrete molecules near

each other in a mixture.

Evaluate: The questions at the end of the data sheet can be used to test student comprehension. This

lesson requires students to synthesize prior knowledge about states of matter, solutions, and mixtures to understand chemical and physical properties & change. Therefore, any deficiencies in comprehension are likely to become apparent during discussions and/or in answers to the

worksheet questions. To test whether students have a full understanding of the subject, present them with some additional scenarios and ask them whether a physical or chemical change occurred.

A few examples:

Cutting paper (physical) Burning paper (chemical) Rusting of metal (chemical)

Sugar dissolving in water (physical) Blowing soap bubbles (physical)

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LAB # 2 PHYSICAL AND CHEMICAL CHANGES: MARTIAN FUEL (Grade 5 Essential Lab-Student’s version)

NAME: _____________________________________________________ DATE: _______

Experiment Station Procedures:

Experiment A-1: Antacid tablet

1. Observe and describe the antacid tablet at your table.

2. Break the tablet into small pieces. Is this a physical or chemical change?

Experiment A-2: Broken Antacid pieces

3. Using a graduated cylinder, measure 50 mL of water and add it to a cup. Drop the tablet pieces into the cup.

4. Observe what happens and write whether it is a physical or chemical change on the observation form.

5. When you are finished, empty the cup into the waste bucket at the front of the room.

Experiment B-1: Ice

1. In the empty clean cup, place 1 ice cube. Observe and record how the ice looks and feels.

2. Set the cup and ice cube aside until you are finished with the other experiments.

3. Describe the change in the ice on the data sheet. Is this a physical or chemical change?

Experiment B-2: Play-doh

1. Remove the Play-doh from its container and describe how it looks, feels, and smells.

2. Break the Play-doh up into many small pieces.



Go back to Experiment B-1: Ice

1. Look at the cup that held the ice cube from experiment B.



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Experiment C: Baking soda and lemon juice

1. With a graduated cylinder, measure 40 mL of lemon juice and add it to a small cup.

2. Add 1 teaspoon of baking soda to the cup.



5. Empty the contents of the cup into the waste bucket and rinse it with a squirt bottle. Save the cup for experiment G.

Experiment D: Baking soda and vinegar

1. Start with a new cup and add 1 teaspoon of baking soda to it.




5. Empty the contents of the cup into the waste bucket and rinse the cup. Save the cup for experiment F.

Experiment E: Milk and vinegar

1. Using the graduated cylinder, measure 25 mL of milk and add it to the cup saved from experiment F.




Experiment F: Kool-Aid and water

1. Add 1 teaspoon of Kool-Aid powder to the cleaned small cup from Experiment C.

2. Using the graduated cylinder, add 60 mL of water to the same cup.

3. Close the lid of the jar and gently mix by swirling it.



26

Group Names___________________________________________________________

Martian Fuel Station Data Sheet

Experiment

Original substance(s)

Describe the item BEFORE

the change

What was observed DURING

the change? (Evidence)

Describe the item AFTER

the change (Evidence)

Is it a physical

or chemical

change?

A-1 Antacid Tablet

A-2 Broken Antacid tablet

B-1 Ice

B-2 Play-doh broken into pieces

C Baking soda & lemon juice

D Baking soda

& vinegar

E Milk & Vinegar

F Kool-Aid & Water

27

Explain / Evaluate:

Follow up questions:

1. In which of the experiments was a new substance formed?

_____________________________________________________________________

_____________________________________________________________________

2. How were you able to tell the difference between physical and chemical changes?

________________________________________________________________

3. Can it be confusing to tell the difference between physical and chemical changes? Give two examples.

________________________________________________________________

4. Does the mass of the ingredients change during physical changes? What about during

chemical changes?

________________________________________________________________

5. In one of today’s experiments, you made a mixture where the ingredients kept their

physical properties. Which experiment was it?

________________________________________________________________

6. If you wanted to learn more about all the physical changes possible for water, what three states of matter would you study?

________________________________________________________________

28

LAB # 3: FORCES IN ACTION Grade 5 Essential Lab-Teacher’s version

Source: This laboratory was adapted and modified from http://www.its-about-time.com/pdfs/div/4_1.pdf

Benchmarks:

SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects (Also assesses SC.3.E.5.4 and SC.4.P.8.4)

SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic

observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (Also assesses SC.3.N.1.1, SC.4.N1.1, SC.4.N.1.6, SC.5.N.1.2 and

SC.5.N.1.4) SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are

testable; explanation must always be linked with evidence. (Also assesses SC.3.N.1.7, SC.4.N.1.3, SC.4.N.1.7, SC.5.N.1.5 and SC.5.N.1.6) SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.

Objective/Purpose:

Students will identify familiar forces that affect how objects move.

Students will determine parachute size effect on the rate of descent.

Students will investigate a question that can be answered by experimentation.

Students will collect and analyze data.

Students will draw conclusions and communicate findings.

Background Information: Parachutes are devices to slow the movement of falling objects. There are two forces that act on

a falling parachute. Earth’s gravity is pulling the parachute down and as its canopy expands it catches air. The force of the air pushing up against the parachute’s canopy creates air resistance (drag). The air resistance or drag is really strong against the pull of gravity. The

forces cancel each other out. The larger the area of the parachute’s canopy, the more air resistance is created resulting in a slower descent of the parachute.

http://www.its-about-time.com/pdfs/div/4_1.pdf

29

Teacher Notes:

The purpose of this assignment is for students to gain content knowledge about force and motion concepts while embedding the practice of science through guided inquiry. Students construct and investigate two different size plastic bag parachutes to compare the performance

of both and interpret the results.

Engage: Give a volunteer student two objects (a toy car and a toy animal) to hold in his/her hands. Then

ask the class to predict what will happen when the two objects are dropped at the same time. Next have the volunteer student drop the objects. Ask what happened? (Gravity pulled both down at the same time) Were your predictions correct? Ask students will the same thing

happen when any two objects are dropped at the same time? Say let’s find out. Next, give a student a toy car and a sheet of paper. Have the student drop the toy car and a sheet of paper. Have students describe and discuss what happened. (Air resistance slowed down the drop of

the paper). Now, have a student ball up an identical sheet of paper and drop it with the toy car. Ask why both objects landed at the same time this time. (Balling up the paper changed the surface area of the paper resulting in less air resistance.) Ask “how does the way the second

paper fell relate to how a parachute works”? Show a sample of the small parachute the students will build in their lab. Have volunteers demonstrate the parachute dropping. Then ask if we make a second parachute whose canopy is larger will its larger size affect its drop rate.

Tell students that we will explore the relationship of parachute canopy size to its drop rate in today’s lab.

Explore: Problem Statement: Does the size of a parachute affect its drop rate? Does a smaller parachute drop at a faster or

slower rate than a larger parachute? Hypothesis: (If/then statement)

If two parachutes are released at the same time, one with a diameter of _____ cm (smaller) and one with a diameter of ____ cm (larger) then the parachute with the _______ (choose smaller or

larger) diameter will drop faster.

30

Materials per group:

Plastic garbage bags String - 8 pieces 50cm in length Ruler

Stopwatch Paper Clip Tape

Scissors Permanent Markers

Variables:

Test Variable (manipulated or independent variable):

Outcome Variable (dependent/responding variable): Constant Variables (the variables that stay the same):

Teacher Procedures:

1. Pass out the student lab sheet. Have a student volunteer read the problem statement

aloud and direct students to make their own hypothesis.

2. Make a class prediction three column table to record students’ hypothesis responses with

one column for students who think the large parachute will descend slower, one for

students who think the small parachute will descend slower, and one for students who

think they will descent at the same rate.

3. Discuss the three types of variables for the investigation with the class. Have students

complete the Variables section on their lab sheet and share out their responses.

4. Place students into groups and distribute the parachute materials to build each group’s

parachutes.

5. Ask for the materials manager in each group to hold up the garbage bag. Tell students

they will need to make one small square and one large square parachute using the

plastic garbage bags and the rest of their group’s materials.

6. Review and discuss the procedures with the students. Point out that the large square

parachute canopy should have all sides 60 cm in length and the small square parachute

canopy should have all sides 30 cm in length.

31

7. Have students find and record the surface areas of their parachutes (calculate the

surface area by multiplying (l x w) for both parachutes).

8. Demonstrate to students how to attach the string to the garbage bag and tape with

transparent tape. Then how to attach the 4 pieces of string to a large paper clip (load).

9. Ask students to brainstorm in their group different ways to get the parachutes airborne.

10. Ask for volunteers to demonstrate various launching ideas then name and describe which

method provided the most control.

11. Determine a good launching site (in the classroom or somewhere on the school ground).

12. Discuss guidelines for timing the parachutes’ descent so that the data will be consistent.

13. Remind students the timing should begin at the moment the parachute is dropped and

end as soon as the paperclip (load) touches the ground.

14. Direct students drop the parachutes one at a time from the same height and time their

descents (the time should be rounded to the nearest second and recorded in the table).

15. Upon completing all three trials students create a graph representing the data collected.

16. Display a class Drop Time Averages data table so that each group can share their drop

group averages for both parachutes.

17. Discuss the class results. Then have students answer and discuss the follow up

questions.

Group Data

Drop Time for Parachutes

Group___ Small

___sq. cm

Large

___sq. cm

Trial 1

Trial 2

Trial 3

Average

32

Class Data

Group Drop Time Averages

Group Number Small Parachute Large Parachute

Follow up Questions:

Which parachute actually dropped slower? ____________________________________________________________________________

____________________________________________________________________________

What is the relationship between the size and the rate at which it drops? ____________________________________________________________________________

____________________________________________________________________________

Explain and Evaluate:

The teacher can use these questions to bring the science concepts taught back into what happened in the investigation and analyze why:

Why did the parachute fall to the ground? What force is acting on it?

Which parachute did you think would take longest? Explain your reasoning?

Which parachute actually took the longest? Why?

Why is it important for a parachute to descend (come down) slowly?

How did your group’s time compare with the other groups?

What additional questions would you like to investigate now?

(Tested variables could include: length or placement of strings, canopy material, and load mass and/or drop height).

33

Conclusion: Answer the following questions:

1. What was investigated? (State the purpose of the experiment by describing the problem statement.)

2. Was your hypothesis supported by the data? (Write a statement as to whether the data

supports or does not support the hypothesis including a restatement of the hypothesis.) 3. What were the major findings? (Describe the data collected that provides the evidence as to

why the hypothesis was supported or not supported.)

4. What possible explanations can you offer for your findings? (Think about everything that may have affected your results.)

Application: Answer the following questions: 1. How can the investigation be improved?

2. What are some possible applications of the experiment? (Describe how the findings from this investigation can be used in day-to-day life.)

3. What questions has your experiment lead you to ask that could be tested in a new

investigation. Extend/ Evaluate:

Make a two column chart on the board. Label it “Force” on the left side and “Motion” on the right. Have students discuss their ideas about force and motion using the guiding questions below:

1. What is a force? (A force is a push or pull) 2. What things can forces do? (They can make things speed up or slow down. They can also

make things change direction and move back and forth or around and around.) 3. Is gravity a force? (Yes) How do you know? (Gravity pulls all objects toward Earth.) 4. What are some other forces we have investigated?(give examples)

5. What is motion? (Motion is a change in the position of an object. When you say that something has moved, you are describing its motion.)

6. What are some examples of motion?

Homelearning:

Ask students to name examples of force or motion in their everyday life. Have students list their examples on the T-chart, If students name a force, ask them to identify the resulting motion. If

the students name a motion, ask them to identify what force caused the motion.

34

LAB # 3: FORCES IN ACTION Grade 5 Essential Lab (Student’s version)

Name______________________________ Group number_____ Date_______

Problem Statement: Does the size of a parachute affect its drop rate? Does a smaller parachute drop at a faster or slower rate than a larger parachute?

Hypothesis: (If/then statement)

If two parachutes are released at the same time, one with a diameter of 30 cm (smaller) and one with a diameter of 60 cm (larger) then the parachute with the _______ (choose smaller or

larger) diameter will drop faster.

Materials: Plastic garbage bags String (8 pieces 50cm in length)

Ruler Stopwatch Paper Clip

Tape Scissors Permanent Markers

Variables:

Test Variable (manipulated or independent variable):

_____________________________________________________

_____________________________________________________

Outcome Variable (dependent/responding variable):

___________________________________________________________

______________________________________________________

35

Constant Variables (the variable that stays the same):

______________________________________________________

____________________________________________________________

Procedures: 1. Make two square parachutes from a garbage bag with the following dimensions:

a. The small square parachute should have all sides 30 cm in length.

b. The large square parachute should have all sides 60 cm in length.

2. Measure the surface areas of both parachute canopies by multiplying length x width and

record on data table.

3. Cut eight pieces of string 50 cm in length for the two parachutes.

4. Attach one 50 cm string using transparent tape to each of the four corners of the small

parachute canopy.

5. Bring the four strings of the small parachute canopy together and tie to a large paperclip

(load).

6. Repeat steps 4 and 5 for the large parachute.

7. Determine a good launching site.

8. Drop each parachute one at a time from the same height and time their descents. The time

should be rounded to the nearest second and recorded in the data table.

9. Repeat step 8 for two more trials.

10. Analyze the data.

36

Data Drop Time for Parachutes

Group

______

Small Parachute

surface area

___sq. cm

Large Parachute

surface area

___sq. cm

Trial 1

Trial 2

Trial 3

Average

Class Drop Time Averages

Group Number Small Parachute Large Parachute

Explain:

Which parachute actually dropped slower in your group’s trial? How do your results compare to the other group’s trials ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

What is the relationship between the size and the rate at which a parachute drops? ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


37

1. What was investigated? (State the purpose of the experiment by describing the problem

statement.)

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________


supports or does not support the hypothesis including a restatement of the hypothesis.)

___________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________ 3. What were the major findings? (Describe the data collected that provides the evidence as

to why the hypothesis was supported or not supported.)

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

4. What possible explanations can you offer for your findings? (Think about everything

that may have affected your results.)

___________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________ Application: Answer the following questions:

1. How can the investigation be improved?

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

2. What are some possible applications of the experiment? (Describe how the findings

from this investigation can be used in day-to-day life.)

_________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What questions has your experiment lead you to ask that could be tested in a new an

investigation.

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

38

LAB #4: WHICH BRAND OF PAPER TOWELS DO YOU THINK IS BEST?

Grade 5 Essential Lab (Teacher’s version)

Benchmarks: SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic

observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (Also assesses SC.3.N.1.1, SC.4.N.1.1, SC.4.N.1.6, SC.5.N.1.2, and

SC.5.N.1.4.)

SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.

SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explaining must always be linked with evidence. (Also assesses SC.3.N.1.7,

SC.4.N.1.3, SC.4.N.1.7, SC.5.N.1.5, and SC.5.N.1.6.) SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the

evidence produced by those investigations should be replicable by others. (Also assesses SC.3.N.1.2, SC.3.N.1.5, SC.4.N.1.2, SC.4.N.1.5, and SC.5.N.1.3.)

Objective/Purpose:

Formulate/investigate scientific questions that can be answered through experimentation.

Develop a hypothesis.

Identify the appropriate procedures, materials, and variables.

Investigate through experimentation.

Collect and analyze appropriate data using charts and tables.

Analyze data trends through graphs.

Draw conclusions and specify applications using generated data.

Communicate findings using logical reasoning.

Background Information: This 5 E’s lesson asks students to consider a concept that is subjective (term best) and then develop an experiment that is testable and repeatable. The emphasis on this well-known

investigation is given new life with emphasis on developing critical-thinking skills and a deeper understanding of the use of the Scientific Method as a guide to full inquiry.

39

Teacher Notes: A paper towel inquiry power point and additional resources are available at

http://science.dadeschools.net/elementaryScienceFair/resources.html Students can use their science notebooks to record the investigation information or use the

SCIENCE INVESTIGATION LAB FORM that is included. Collect a variety of materials to be available for testing to see which paper towel is best. Add

anything else you can think of that could be used to the following list. Materials:

3 to 6 paper towel brands measuring cups graduated cylinders droppers trays stopwatches scissors rulers balances gram cubes pennies marbles

deli containers plastic bowls rubber bands hand lens

If a student group needs additional help with the procedures, the following procedure choices may be offered for students as a guided inquiry:

Procedure to test absorbency: Roll a measured piece of towel (14x14cm) and dip into a graduated cylinder (50mL or larger capacity) with a specific amount of water (30 mL) for 10 seconds. Remove and read the amount of water left in the graduated cylinder. Find the

difference (amount absorbed). Procedure to test strength: Secure a measured piece of paper towel (16x16cm) with a rubber

band over a “deli” plastic container. Pour a measured amount of water (5mL) to wet the towel. Pennies or marbles can be added one at a time, until the towel breaks. Then count the number of pennies or marbles the towel held. The number of pennies or marbles can be converted to

grams. Or they can go online for additional ideas for paper towel tests.

How to Test Paper Towels Absorbency: http://www.ehow.com/how_5676085_test-paper-towels-absorbency.html Science Fair Projects for Paper Towels Absorbency:

http://www.ehow.com/info_8046146_science-ideas-paper-towel-absorbency.html

Part One

Engage: Show students various brands of paper towels with purchase prices (name brands, store brands, school paper towels) and ask them “Which brand of paper towels do you think is best?

Tell them to think about which ones are used at their home and at school. Have they seen TV ads for paper towels? Ask them to explain their responses.

http://science.dadeschools.net/elementaryScienceFair/resources.html

http://www.ehow.com/how_5676085_test-paper-towels-absorbency.html

http://www.ehow.com/info_8046146_science-ideas-paper-towel-absorbency.html

40

Explore:

Guide students to research background information. Give each group of students a roll of paper towels, with the cost per square foot (This can be found on the grocery shelf tag when the paper towels are purchased) so that each group has a

different brand to present to the class (Research background information). Students can: observe a single sheet and describe its properties; read the package for facts and claims (advertisement information). If online access is available, groups can look for more

information. For example, The World’s Strongest Paper Towel: http://handdryerreview.com/paper-towel-strength.html

Explain: Students groups then present the background information on their assigned brand of paper towel from the explore activity. It can be presented on a power point slide or as a poster.

Tell students to think about what was learned from each group’s presentation on a different brand of paper towels. Ask how are they alike, different? (cost, content, ply, absorbency, strength, etc.) Direct students to summarize the key paper towel research information from each

group’s presentation. Students can use their science notebooks or the SCIENCE INVESTIGATION LAB FORM that is included. Discuss opinions on which attribute determines which paper towel is best.

Evaluation: Ask them again “Which brand of paper towels do you think is best? Ask them how can we

determine which brand is really the best? Say that’s right, we can conduct an experiment using the scientific method to test different brands comparing one “best“attribute. Review the scientific method steps. Ask which steps have they already done? (Ask a question and do research)

Then ask what is the next step. (Construct a testable question or the Problem Statement). Part Two

Engage: Show students a variety of materials you have collected that are available for testing to see which paper towel is best. You’ll need to include measuring cups, graduated cylinders,

droppers, rulers, stopwatches, scissors, balances, gram cubes, pennies, marbles, hand lens, deli containers, plastic bowls, rubber bands, blue trays, and anything else you can think of that could be used.

Tell students they will not need to use all of the materials. Tell the student groups that you want them to come up with a test to determine the “best” paper towel. Students use their science notebooks/journals or use the SCIENCE INVESTIGATION

LAB FORM that is included to record all investigation information. Students must come up with the following: Their testable question

Their hypothesis Their independent/manipulated variable What they plan to measure and how (dependent/responding variable)?

List of materials they think they will need.

http://handdryerreview.com/paper-towel-strength.html

41

Explore: Students work in their assigned groups to set up their experimental design (variables,

procedures, materials). Evaluation (Teacher)

Walk around them and offer assistance as needed (facilitate), checking to make sure their hypothesis and experimental design is complete with variables, materials, and procedures listed in their notebooks or SCIENCE INVESTIGATION LAB FORM. If a student group needs

additional help with the procedures, the procedure choices found in the teacher notes section at the beginning of the lab may be provided to the students.

Evaluation (Students) Have students finalize their group’s experimental design.

Problem Statement

Hypothesis:

Test (Independent/Manipulated) Variables

Outcome (Dependent/Responding) Variables

Constant Variables

Procedures

Check procedures to ensure: Each procedure step is numbered. Each step begins with a verb.

All variables are kept the same (constant) except the one you are testing (test variable or independent/manipulated).

Collect the materials needed for the experiment.

Create data tables.

Explore: Student groups then conduct their experiment, collecting evidence and recording this data on a

chart or table.

Explain: Students analyze the data (evidence) collected.

Students create a graph to present the data from all trials. (Students can use the mnemonic

device Dry Mix as a reminder that the Dependent or Responding variable or outcome variable is placed on the Y-axis and the Manipulated or Independent or test variable is placed on the X-axis).

If resources are available, students can create a graph using excel, word, PP excel slide or

use an online resource such as Kids’ Zone Learning with NCES: Create a Graph http://nces.ed.gov/nceskids/createagraph/

Students restate the data listed in the table or chart in a narrative form under Results.

http://nces.ed.gov/nceskids/createagraph/

42

Conclusion Students answer the following questions to complete the Conclusion:



supports or does not support the hypothesis including a restatement of the hypothesis.) 3. What were the major findings? (Describe the data collected that provides the evidence as to

why the hypothesis was supported or not supported.)


Application/Extension Students answer the following questions to complete the Application: 1. How can the investigation be improved?

2. What are some possible applications of the experiment? (day-to-day life) 3. What questions has your experiment lead you to ask that could be tested in a new investigation.

Evaluate: Give each group a large presentation size sticky note (chart paper) to present their groups’ data

(evidence), conclusion and applications to the class. Students can write an abstract (summary) of their inquiry. Students could also present using a power point. The following can be discussed:

Did they do enough trials to collect evidence with certainty?

Compare and contrast all the data collected from different groups.

Discuss why some data are the same and why some data are different.

Are their ways the investigation could be improved and done over?

What should be done differently?

What new question(s) could be investigated?

Extension: Students can make revisions and do the experiment over or students can investigate a new question and report their new findings to the class.

Another idea is for the group to do a survey of the social construct of “best”. The group can be taught how to gather social science data by surveying their peers. Students can be facilitated as they develop a short survey in which participants are asked to rank the towels on texture,

color, or another subjective element. It can provide opportunities for students to discuss the merits of their scientific findings and how it compares to the social science research.

Reference Joseph, Jann. Which Paper Towel is Best? Science and Children, March 2011, Volume 48,

Number

43

SCIENCE INVESTIGATION LAB FORM

WHICH BRAND OF PAPER TOWELS DO YOU THINK IS BEST?

Group # _______ Date: ________________________

Group Members ____________________________________________________________________________

____________________________________________________________________________

SCIENCE INVESTIGATION PLANNING FORM – Keep in Notebook Research

Write a brief summary of the background information each group presented on a paper towel brand. ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

44

Problem Statement: (The testable question that can be answered by performing an experiment.)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Form a Hypothesis (Use an “If …. then …” statement.)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Experiment Design:

Variables: Test (Independent/ Manipulated) Variable (What do I change?)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Outcome (Dependent/ Responding) Variable (What data do I collect?) ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Constant Variables (What do I keep the same in the experiment?)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

45

Materials (Use metric measurement tools and list in column form.)

Procedures (Use a step by step numbered list. Each step should also begin with a verb.) ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

46

Data: Create a data table(s) to collect and record data observed and measured during the

experiment. Now you’re ready to conduct the Experiment. Remember to repeat the experiment

at least three times.

Paper Towel Brand Trial 1 Trial 2 Trial 3 Average


47

Make a graph to display the data collected and recorded on data table. (Remember to use Dry Mix to help you place your data on the correct axis.)

Results: (Record collected data from the experiment in a narrative summary form.) ____________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________

48



2. Was your hypothesis supported by the data? (Write a statement as to whether the data supports or does not support the hypothesis including a restatement of the hypothesis.)

3. What were the major findings? (Describe the data collected that provides the evidence as to why the hypothesis was supported or not supported.)


____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

49

Application/Extension: Answer the following questions:



from this investigation can be used in day-to-day life.) 3. What questions has your experiment lead you to ask that could be tested in a new

investigation. ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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____________________________________________________________________________

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____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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Abstract (Lab Report)

Write three or more paragraphs. Include what was being investigated and the hypothesis. Write about the procedures followed in the investigation. Include information on the data and

conclusions reached. Last write about your project’s applications. ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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51

LAB #4: WHICH BRAND OF PAPER TOWELS DO YOU THINK IS BEST? Grade 5 Essential Lab (Student’s Version)

Group # _______ Date: _________________________

Group Members ____________________________________________________________________________

____________________________________________________________________________

SCIENCE INVESTIGATION PLANNING FORM – Keep in Notebook

Research Write a brief summary of the background information each group presented on a paper towel

brand. ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

52

Problem Statement: (The testable question that can be answered by performing an experiment.)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Form a Hypothesis (Use an “If …. then …” statement.)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Experiment Design:

Variables:

Test (Independent/ Manipulated) Variable (What do I change?) ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Outcome (Dependent/ Responding) Variable (What data do I collect?) ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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Constant Variables (What do I keep the same in the experiment?)

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Materials (Use metric measurement tools and list in column form.)

Procedures (Use a step by step numbered list. Each step should also begin with a verb.)

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Data: Create a data table(s) to collect and record data observed and measured during the

experiment. Now you’re ready to conduct the Experiment. Remember to repeat the experiment

at least three times.



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Make a graph to display the data collected and recorded on data table. (Remember to use Dry Mix to help you place your data on the correct axis).

Results: (Record collected data from the experiment in a narrative summary form.) ____________________________________________________________________________

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2. Was your hypothesis supported by the data? (Write a statement as to whether the data supports or does not support the hypothesis including a restatement of the hypothesis.)

3. What were the major findings? (Describe the data collected that provides the evidence as to why the hypothesis was supported or not supported.)


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Application: Answer the following questions:



from this investigation can be used in day-to-day life.) 3. What questions has your experiment lead you to ask that could be tested in a new

investigation. ____________________________________________________________________________

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Abstract (Lab Report)

Write three or more paragraphs. Include what was being investigated and the hypothesis. Write about the procedures followed in the investigation. Include information on the data and

conclusions reached. Last write about your project’s applications. ____________________________________________________________________________

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The School Board of Miami-Dade County, Florida, adheres to a policy of nondiscrimination in employment and educational programs/activities and

programs/activities receiving Federal financial assistance from the Department of Education, and strives affirmatively to provide equal opportunity for all as required by:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin. Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in

employment on the basis of race, color, religion, gender, or national origin. Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.

Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40. The Equal Pay Act of 1963, as amended - prohibits sex discrimination in payment

of wages to women and men performing substantially equal work in the same establishment. Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the

disabled. Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations

and telecommunications. The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for

certain family and medical reasons. The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions.

Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.

School Board Rules 6Gx13- 4A-1.01, 6Gx13- 4A-1.32, and 6Gx13- 5D-1.10 - prohibit harassment and/or discrimination against a student or employee on the basis of gender, race, color, religion, ethnic or national origin, political beliefs, marital

status, age, sexual orientation, social and family background, linguistic preference, pregnancy, or disability.

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment.

Revised 5/9/03

miami-dade county public...

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